Post-16 Transitions: a Longitudinal Study of Young People with ...

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who had a statement of SEN and/or had attended a special school were more likely to have done so than those without a statement and/or who had attended a mainstream school. Parents of young people with sensory or physical disabilities were also more likely to have sought this type of information and support than any other SEN type. The majority of parents and carers seeking this sort of information found that college staff were the most helpful (27 per cent of those seeking information), followed by doctors and health workers (17 per cent), and social workers/ probation workers (11 per cent). Table 6.11 illustrates the type of information and support that parents and carers received, however, this primarily fell into the following categories: • information • an explanation of the options available • help to plan additional support for the young person, and • helped young person to make decisions. Seven per cent of all parents and carers also sought published information and advice on the young person’s special Table 6.11: Support provided N = % Provided information 235 34 Explained options available 119 19 Helped in planning support for her/him 118 19 Helped her/him in decision making 53 8 Did not help/provide support at all 27 4 Assisted with education/training 13 2 Provided equipment/appliances 13 2 Helped assess/categorise the young person's condition 12 2 Helped him/her to progress to work/further education/training 6 1 Held meetings/discussions 6 1 Other 22 4 Don't know 9 1 N = 417 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 107
educational need(s). The majority of parents and carers found this information and any materials useful. The internet appears to have been the most commonly used source of this type of information. Almost one-quarter of parents who sought published information and materials did so using the internet. Fourteen per cent of parents and carers approached their doctor or hospital for additional information, ten per cent used colleges and nine per cent went back to schools for additional published materials and advice. Thirteen per cent of parents and carers reported that they had come across barriers or obstacles that prevented them from obtaining services or advice relating to the young person’s special educational need(s). Most of these parents and carers thought that there was a general lack of information or guidance (33 per cent of those encountering difficulties said this was the case) and nine per cent reported that they were unsure where to go for advice, or indeed what to ask for. Just under one in ten parents experiencing difficulties said they had received conflicting advice from staff in different services or waited a long time for support to be provided. A similar proportion thought there was generally a lack of financial support to meet the special educational need(s) of the young person. 6.4 Future support and information needs Parents and carers were asked to say generally if they knew where to go to get advice on education, employment and training, social security and housing and special educational need(s) and the results are given in Table 6.12. It appears that parents and carers are more knowledgeable about services related to social security and housing than they are about help with special educational need(s). Seventy-eight per cent of parents agreed that that they would know where to turn for help with social security benefits and housing compared to 63 per cent of parents and carers who would know who to approach for help with special educational need(s). More worrying though, is the fact that between 17 and 28 per cent of parents indicated that they would not know who to turn to for advice on these matters. 6.5 Chapter summary • Most young people have had some sort of contact with professional services since Year 11, the majority of which have been medical. 108 Post-16 Transitions of Young People with SEN: Wave 2
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RESEARCH Post-16 Transitions: a Lon
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Acknowledgements The authors would
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Contents Executive Summary viii 1.
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Executive Summary Introduction This
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help or information from the young
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profound difficulties and those whi
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1. Introduction This report present
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Main-stage fieldwork The aim in the
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Table 1.2: Estimates of the number
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• Chapter ten draws together the
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when educational options have a str
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of work-related training schemes. I
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without very considerable effort on
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introduction of a Children’s Bill
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3. Characteristics of Young People
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difficulties. The less common forms
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Table 3.6: Statement of special edu
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Table 3.10: Change in SEN status N
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severe learning difficulties/profou
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4. School and Outcomes A primary ai
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Table 4.2: Young person’s recall
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Table 4.5: Reasons why transition p
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Table 4.7: People involved in the t
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Table 4.9: Coverage of transition p
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Table 4.10: Coverage of transition
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Figure 4:3: Reasons why Year 11 dis
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Table 4.13: Provider of help to pre
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Table 4.15: Most helpful person whe
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Table 4.18: Extent to which school
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In cases such as these, transition
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were choices but young person and f
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Figure 4:6: Young People’s views
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“In school he had quite a lot of
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Figure 4.7: Whether gained qualific
Page 70 and 71: Figure 4.11: Level of qualification
Page 72 and 73: • Over three-quarters of all youn
Page 74 and 75: Table 5.1: Current main activity Al
Page 76 and 77: Table 5.4: Current main activity, b
Page 78 and 79: Table 5.6: Current main activity, b
Page 80 and 81: college for people with LDD, and we
Page 82 and 83: transition plan to have sought advi
Page 84 and 85: 5.2.3 Ease of transition The majori
Page 86 and 87: Table 5.14: Occupation/training typ
Page 88 and 89: 5.3.3 Method of jobsearch and advic
Page 90 and 91: • help to progress into work/trai
Page 92 and 93: Table 5.21: Reasons for current ina
Page 94 and 95: Table 5.24: Advice received when lo
Page 96 and 97: However, he was finding this new co
Page 98 and 99: years, often in quite productive ac
Page 100 and 101: Table 5.25: Parent/carer view on ex
Page 102 and 103: employment or a training placement
Page 104 and 105: Figure 6:2: Benefit receipt, by SEN
Page 106 and 107: had not had any subsequent contact
Page 108 and 109: Table 6.3: Type of support lost sin
Page 110 and 111: Table 6.5: Additional support recei
Page 112 and 113: met by his special school sixth for
Page 114 and 115: education since their child left Ye
Page 116 and 117: • colleges (33 per cent of parent
Page 118 and 119: published information against just
Page 122 and 123: Table 6.12: Parent/carer knowledge
Page 124 and 125: Figure 7:1: Qualifications gained (
Page 126 and 127: Parents were also asked to reflect
Page 128 and 129: “(He is) a bit more independent;
Page 130 and 131: immaturity and the fact that she is
Page 132 and 133: 8. Leisure Activities and Social Li
Page 134 and 135: Figure 8:2: Weekday evenings spent
Page 136 and 137: For some young people, the involvem
Page 138 and 139: For Li, who has found his own way o
Page 140 and 141: Figure 9:2: Parental views on young
Page 142 and 143: Table 9.1: Views on the future, all
Page 144 and 145: Table 9.5: View (4) on the future,
Page 146 and 147: 9.3 Next activity Almost three-quar
Page 148 and 149: plans for their futures but for var
Page 150 and 151: 10. Conclusions 10.1 Introduction T
Page 152 and 153: Transition planning is purposely fo
Page 154 and 155: needs in both the academic and the
Page 156 and 157: and most reported that they had mor
Page 158 and 159: the most severe and complex difficu
Page 160 and 161: Appendix One: Wave 2 survey Summary
Page 162 and 163: Table A.1: Profile of participating
Page 164 and 165: 10.5.2 Weighting Table A.3 reports
Page 166 and 167: • Economic factors • Structural
Page 168 and 169: gave their consent and who lived in
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Gareth is a young man with learning
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she does not succeed, her Connexion
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examples here are Maria who wants t
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time to themselves. The problem for
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here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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